Unit 2: Experience povertyFocus Question: Can you see evidence of poverty in your community?

There are three parts to this section. The activities take about 50 minutes each and have been designed around worksheets for students. Each worksheet will help students explore the impacts of poverty on society.

First part: Impacts of poverty on society

Teacher NotesPoverty can impact on the lives of others in serious ways. Problems that emerge from one aspect link with others. The worksheet on the Cycle of poverty demonstrates this connectedness, while the two stories that demonstrate how poverty is linked to health problems provide real-life examples for students to discuss.

¢ Worksheet: A glimpse into one aspect of poverty – healthAsk the students to read then discuss the two statements which show how health can have significant impacts on other aspects of living, such as early childhood opportunities, achievement at school, and gaining the skills needed for a job.

¢ Worksheet: Cycle of povertyTalk to the students about how people can get trapped in what is known as a cycle of poverty. Unlike good cycles (like the water cycle or a life cycle) there are cycles that are not beneficial for life on earth.

SEE THE NEEDLearning to think about poverty and affluence

years9–11

A glimpse into one aspect of poverty – health When I was young I was sick a lot. I had all the allergies. I was always in and out of hospital with asthma. We had a couple of families living in our house in the City Council Flats – six rooms. There was no heating and it was really cold in the winter. I didn’t know about heaters until I went to school. Heat would have cost money and it was probably a safety thing too, with all those people in the house.Young New Zealander, early 20s

I see poverty every day. I visited some migrant families recently. We regularly get referrals to fill needs for household goods. When you arrive there you realise the problem is much bigger, they have limited knowledge of how to maintain a New Zealand home. They know very little about heating or ventilating a house, about hygiene and keeping the house clean and pest free. You look around, it’s really cold and the kids are in t-shirts and are barefoot. The parents complain of numerous visits to the doctors, colds, asthma and tummy bugs. They come from tropical areas where housing is well ventilated and the sun took care of those things. They struggle to source low cost nutritious food because it’s all different. It’s sad that there just isn’t the knowledge or support.Del Soti, Auckland Regional Youth Coordinator, St Vincent de Paul Society

Del Soti coordinates the activities of 2000 St Vinnies Youth in Auckland, including home help, visiting, prison ministry, working bees, household goods and food delivery, cooking meals at city hostels, foodwise cooking classes and community events.

From Poverty and Young People in Aotearoa New Zealand, Caritas social justice resources, 2008 (CD ROM)

WORKSHEET

Cycle of poverty Health is only one of the many factors that catch people in what is known as the cycle of poverty.

Using the following headings draw a poverty cycle which shows how one serious issue can have an impact on others.

BirthLow birth weightOvercrowded housingPoor health of the mother

Early childhoodPoor healthPoor parental role modelsSlow language development

SchoolLow achievementPoor healthMissing classesDiscipline problemsFew employment skillsLow qualifications

EmploymentLow skilled jobLow incomeLong-term unemployment

LifestyleLittle moneyHealth problemsInadequate housingNo access to further study

“Cold – got hardly no clothes, looking for some. Wonder if there’s any money in here. No money, no clothes! Desperate!” Anonymous, Paeroa

Source: Office of the Children’s Commissioner – from the project This is how I see it: Children and young people’s views and experiences of poverty.

WORKSHEET

Second part: Research the findings of a project about poverty and young people

Teacher NotesA recent project on poverty and young people in New Zealand appears on the website of the Office of the Children’s Commissioner. The project is called: This is how I see it: Children and young people’s views and experiences of poverty. Go to the website of the Office of the Children’s Commissioner to learn the background to this project and spend time checking out its findings: http://www.occ.org.nz/home/childpoverty/about_child_poverty.

¢ Worksheet: Descriptions of poverty by young peopleStudents can engage with the descriptions generated through the project on poverty and young people in New Zealand called This is how I see it: Children and young people’s views and experiences of poverty. They will work in pairs to answer a series of questions.

For more information, explore poverty through the words and eyes of young people around New Zealand by going to: http://www.occ.org.nz/home/childpoverty/explore_the_issue.

¢ Worksheet: Images of poverty by young peopleStudents can engage with the images generated through the project on poverty and young people in New Zealand called This is how I see it: Children and young people’s views and experiences of poverty.NOTE: They will need to access the internet to do this.Go to http://www.occ.org.nz/home/childpoverty/explore_the_issue.Students will work in pairs to discuss questions raised by these images.

“22% of our population are fighting a losing battle to support themselves or their family.”

Jack, Te Puru

Source: Office of the Children’s Commissioner – from the project This is how I see it: Children and young people’s views and experiences of poverty.

Descriptions of poverty by young peopleHere is a sample selected from Descriptions of poverty, published in a recent project.

DescriptionsChildren and young people gave these descriptions when they were asked to define poverty from their perspective.

Source: Office of the Children’s Commissioner – from the project This is how I see it: Children and young people’s views and experiences of poverty. (See http://www.occ.org.nz/home/childpoverty/explore_the_issue.)

Gangs Lack of school books and stationery Get sick easily Neglect, Violence and abuse Bad housing, over crowding Being left out Cold, grotty, disgusting housing Not having enough money Lack of warm clothing Missed opportunities Not enough food, hungry Living week to week Can’t afford school uniform Can’t afford to go to the doctors Shame Children paying the price for parents mistakes Feeling of worthlessness Not accepted by peers Gambling Sad. Disappointed. Frustrated. Angry. Bashed Choices you can’t make, choices taken away Debts - phone and electricity cut off No good clothes, get picked on or bullied Get picked on @ school Going without necessities Drugs and alcohol Hard to fit in and take part in things like sport Can’t go on school trips Moving a lot – scary and stressful Lack of warm clothing

Work in pairsTogether read these Descriptions and talk about them.

What was your first reaction to these words?

Which ones came as a surprise to you?

What is the overall impression you have when you read this collection of descriptions?

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WORKSHEET

Images of poverty by young peopleYou need to access the internet for this.

Work in pairs with images from the website below:

Go to http://www.occ.org.nz/home/childpoverty/explore_the_issue.

Select Images. Take a closer look at some of these.

Each person choose ONE IMAGE that makes you really think. (The image should be one that makes a statement to you personally about poverty in New Zealand.)

Title of image

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Talk about the image you have each chosen. For example:

What makes this image so strong for you?What is the message about poverty in this image?

If you were to capture the topic ‘Poverty in New Zealand’ with a still image – what might that be?

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What important aspects might you need to consider if you were to follow up this activity – such as ethics, permission, purpose, human dignity . . .

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“PLEEZZE To people in power + the Government – don’t tuck us away as a statistic.”

Alice, Te Puru

Source: Office of the Children’s Commissioner – from the project This is how I see it: Children and young people’s views and experiences of poverty.

WORKSHEET

Third part: Learning from official data showing basics lacked and luxuries had

Teacher NotesThe Ministry of Social Development publishes reports on economic family units at different standards of living in New Zealand. Information in the reports is based on the Economic Living Standard Index (ELSI) – see below. These standards are based on complex scales, including indicators of deprivation, and range from level 1 to level 7.

ELSI score readings (calibrated) Level 1 - very restricted living standards Level 2 - restricted living standards Level 3 - somewhat restricted living standards Level 4 - fairly comfortable standard of living Level 5 - comfortable standard of living Level 6 - good standard of living Level 7 - very good standard of living

The students will study actual data on poverty provided by the Ministry of Social Development. As the information is quite complex, for the purpose of these exercises we have simplified the figures and information. The case histories used here for students to work with are rated at level 1 and level 4.

Learning outcomesThrough working on this activity students will:

learn what are considered basic and luxury items by the Ministry of Social Development•analyse two case histories using data from the tables provided•discover the items considered as indicating a very restricted living standard and compare them with •those items considered as a fairly comfortable living standardevaluate the choices each person in the chosen case history had.•

¢ Worksheet: Two case historiesUsing the questions in this worksheet as a starter, students explore the issues raised in two actual case histories, analyse them and draw conclusions. (Most of these worksheets can be completed individually.) The students will also use the two tables below for this activity. Stephen’s case history Statistical description: level 1At this level people lack on average 35 percent of the basics they want, and have only about 10 percent of the comforts they want. Additionally, they have 47 percent of the serious financial problems, and 35 percent of the accommodation problems. Economic family units with children lack an average of 22 percent of the child basics.Taken from the Ministry of Social Development, Economic family units in Level 1.

Jim’s case history Statistical description: level 4At this level people lack on average 6 percent of the basics they want but have 31 percent of the comforts they want. Additionally, they have 12 percent of the financial problems and 17 percent of the accommodation problems. People with children lack 3 percent of the child basics.Taken from the Ministry of Social Development, Economic family units in Level 4.

Table 1 Basics and luxuriesThis worksheet shows basics lacked and comfort/luxuries had.

Two Tables on ConsumptionThis worksheet showsa. Constraints on children’s consumption by their family’s standard of living (2004) (Table 2)b. Items of consumption cut back on because of cost (Table 3).

Two case historiesThe Ministry of Social Development gives some composite pictures to illustrate what life is like in the seven different levels of living standards they outline. Here are two examples: Stephen is an example of someone on level one – living in severe or significant hardship; Jim is an example of a family living on level four with a ‘fairly comfortable’ standard of living.

1. Read Stephen’s case history (described as a ‘very restricted’ standard of living - level 1).

2. Read Jim’s case history (described as a ‘comfortable’ standard of living - level 4).

3. Using Table 1 decide what basics Jim lacked and which choices Jim had. Do the same to decide what basics Stephen lacked and which choices Stephen had.

4. Look at Table 2 and Table 3 which show the constraints on children’s consumption by their family’s standard of living.

Answer the following questions.

What do you notice about the percentages from level 1 to level 7?•Reading the percentages across each item, which ones surprise you?•What might be the effects on children who are in ‘severe hardship’ who:•a. do not have internet access (51% of children in level 1 families compared to 0% of children in

level 7 families)?b. have not gone on school outings (66% of children in level 1 families compared to 0% of children

in level 7 families)?

Everybody – even people who are in ‘severe hardship’ – has to make choices. It’s not just about Wants and Needs. It’s also about which needs are greater than other needs.

Ask yourself why should anybody in New Zealand have to be in a position to make those difficult choices?

5. Look again at Table 2 and Table 3 and imagine you are a parent with one child. Try to prioritise your top five needs from the 10 items listed.

6. Talk to another student comparing the priorities you have each chosen.

7. Write your conclusions from this study.

I learned that

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WORKSHEET

STepheN’S caSe hISToRy

Stephen is on the benefit. He is single and lives in a flat with three others. Since leaving school he has been unable to find work. Stephen has very few basics that he wants – he does not own a comfortable bed or have sufficient blankets to keep him warm in winter; he does not own a winter coat, and does not have a good pair of shoes. Instead, he continues to wear an old worn out pair of shoes. He has no insurance, and economises a lot on fruit and vegetables. He became quite sick during the winter, but was unable to afford a visit to the doctor. Stephen does have one comfort – he enjoys rugby, and plays for his local club. Stephen has a number of financial problems – he is unable to make the minimum payments for his credit card, he sometimes borrows money from others, and relies on gifts of food and money from his family. Also, the flat that he is sharing is quite run down – as well as being draughty and damp, it has problems with the plumbing, and some of the doors don’t close properly.Taken from the composite pictures outlined in the Ministry of Social Development’s New Zealand Living Standards, 2000.

“Fixed expenses alone can be a struggle for low income earners.”Anonymous teen parent, Wanganui

Source: Office of the Children’s Commissioner – from the project This is how I see it: Children and young people’s views and experiences of poverty.

WORKSHEET

JIm’S caSe hISToRy

Jim is a sole parent with two teenage sons. He works as a car salesperson in the Manawatu, and owns his own home. Jim has most of the basic items that he wants although the cost prevented him last month from attending the funeral of his uncle who lived in the South Island. He has some of the comforts that he considers important – he has regular holidays away from home with his children; he has pay TV, and he has a computer with internet access. Jim has one financial problem – electricity and gas bills can be expensive in winter, and he sometimes has difficulty making payments on time. In addition he has been putting off some needed home repairs – replacement of several cracked window panes and some leaky spouting. Jim is unable to afford one child basic – recently his elder son’s bike was stolen, and at present Jim isn’t able to replace it.Taken from the composite pictures outlined in the Ministry of Social Development’s New Zealand Living Standards, 2000.

WORKSHEET

TabLe 1 basics and luxuries

Items used in the calibration of the ELSI Scale (2000)

Basics lacked Comfort/luxuries had

Had less fresh fruit/vegetables because of cost Never buy less/cheaper meat because of cost

Bought second-hand clothes because of cost Never put off buying new clothes because of cost

Had worn-out shoes because of cost Never cut back on shopping because of cost

Put up with cold because of cost Have best clothes for special occasions

Stayed in bed for warmth because of cost Have pay TV

Postponed doctor’s visits because of cost Have personal computer

Gone without glasses because of cost Have internet

Not picked up prescription because of cost Never spend less time on hobbies because of cost

Did not have telephone because of cost Have holiday away from home every year

Did not have secure locks because of cost Have overseas holidays once every 3 years

Did not have washing machine because of cost Standard of living self-rating ‘very high’

Did not have heating in main rooms because of cost Adequacy of income self-rating ‘more than adequate’

Did not have good bed because of cost Satisfaction with standard of living self-rating ‘very satisfied’

Did not have warm bedding because of cost

Did not have winter coat because of cost

Did not have good shoes because of cost

Did not have contents insurance because of cost

Not giving presents to family/friends on special occasions because of cost

Not gone to funeral because of cost

Ministry of Social Development New Zealand Living Standards 2000

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T W O TA B L E S O N CO N S u m p T I O N (Figures are percentages)

TabLe 2 constraints on children’s consumption by their family’s standard of living (2004)

Items not obtained/not participated in because of cost Level 1

Level 2

Level 3

Levels 4 & 5

Levels 6 & 7

Total children

Suitable wet weather clothing 51 17 13 2 2 12

Pair of shoes in good condition 35 10 5 0 0 7

Internet access 51 30 23 9 0 17

Have child’s friends over for a meal 38 9 6 1 0 8

Have child’s friends to a birthday party 34 10 11 1 1 8

Other items not shown in this table include:child’s bike, PlayStation or Xbox, personal computer, pay for childcare services, have enough room for child’s friends to stay the night.

TabLe 3

Items of consumption cut back on (a little or a lot) because of cost

Level 1

Level 2

Level 3

Levels 4 & 5

Levels 6 & 7

Total children

Not gone on school outings 66 32 26 6 0 19

Not bought school books/supplies 49 30 19 4 0 14

Postponed child’s visit to doctor because of cost 46 19 20 3 1 13

Children share a bed 40 15 7 1 0 9

Limited space for child to study or play 72 48 34 15 1 26

Other items not shown in this table include:not bought books for home, postponed child’s visit to the dentist because of cost, child went without glasses, child went without cultural lessons, child’s involvement in sports limited, child wore poorly fitting clothes or shoes.

“I don’t like looking poor but that’s life.”

Shar, Paeroa

Source: Office of the Children’s Commissioner – from the project This is how I see it: Children and young people’s views and experiences of poverty.

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